Mobile-Mediated Dynamic Assessment: A New Perspective for Second Language Development

Autor/in	Andujar, Alberto
Titel	Mobile-Mediated Dynamic Assessment: A New Perspective for Second Language Development
Quelle	In: ReCALL, 32 (2020) 2, S.178-194 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andujar, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344019000247
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; English (Second Language); Foreign Countries; Synchronous Communication; Feedback (Response); Telecommunications; Handheld Devices; Learning Processes; Cues; Grammar; Vocabulary Development; Computer Software; Comparative Analysis; Metalinguistics; Linguistic Input; Evaluation Methods; Student Evaluation; Sociocultural Patterns; Learning Theories; College Students; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Telekommunikationstechnik; Learning process; Lernprozess; Stichwort; Grammatik; Wortschatzarbeit; Metalanguage; Metasprache; Sprachbildung; Schulnote; Studentische Bewertung; Soziokulturelle Theorie; Learning theory; Lerntheorie; Collegestudent; Spanien
Abstract	The present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students' zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp application respectively. Sixty students taking a B1 English course at the language centre of a Spanish university were studied. A mixed methods methodology was used to analyse the differences between two pre-existing groups (control and experimental), each consisting of 30 participants. Both groups received the same tuition and content, and students in the experimental group participated in a daily conversation in the application during a five-month period where negative feedback was provided by the teacher through the use of an inventory of prompts, from most implicit to most explicit. Throughout the research, pedagogical mobile-mediated DA became a central part of the students' learning process, extending learning beyond the in-class time and becoming a constant source of L2 input and feedback. Moreover, results indicated that DA and dialogic mediation helped students reflect on their language performance, gradually requiring less explicit feedback and metalinguistic explanations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01